Examining the Role Clarity, Ability, and Training Needs of Paraeducators Supporting Students With Disabilities in Physical Education Settings

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Tim G. Swenson ◽  
Justin A. Haegele
Keyword(s):  
Physical Education ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Training Needs ◽  
Descriptive Statistics ◽  
Working Environment ◽  
Physical Educators ◽  
Role Clarity ◽  
Significant Difference ◽  
And Training

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators’ perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.

scholarly journals Preliminary Study on Primary Physical Educators' Attitudes toward Integrated Physical Education: Hong Kong Perspectives

2012 ◽  
Vol 18 (1) ◽  
pp. 76-84
Author(s):  
Chunxiao LI ◽  
Shihui CHEN ◽  
Wing See Emily TSOI
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Class Size ◽  
Teaching Experience ◽  
Physical Educators ◽  
Teaching Experiences ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Preliminary Study

LANGUAGE NOTE | Document text in Chinese; abstract also in English. The aim of the survey was to examine the attitudes of general primary PE teachers toward integrated PE and the relationships of gender, teaching experience, and class size. Eighty three teachers participated in the survey. The results indicated a neutral attitude towards integrated PE by teachers. There was a significant difference between male and female teachers in their perception of whether “students with disabilities like my teaching” (p = 0.018), but no significant differences with other attitudes by gender. There was a significant difference between teachers’ teaching experiences and their perceptions of whether “Little support offered to integrated PE” (p = 0.006), however, no significant differences with other items by experience. There was also a relationship between perceived teaching competency and class size (p < 0.001, r = 0.454). The results were mainly discussed in relation to teaching competency, support, teaching experience and class size. 本研究的目的在於探討香港主流小學體育教師融合體育教學態度。83位小學體育教師回應了本次調查。通過分析發現教師對於融合體育教學持較為中立的態度。文章最後主要對融合體育態度與教學效能，支援，教學經驗和班級大小的關係進行了討論。

Paraprofessionals' Attitudes toward Inclusion of Students with Disabilities in Physical Education

1998 ◽  
Vol 86 (1) ◽  
pp. 98-98 ◽  
Author(s):  
John O'Connor ◽  
Ron French
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Attitudes Toward Inclusion ◽  
Physical Educators ◽  
Years Of Experience ◽  
Significant Difference

The Physical Educators' Perceptions of Inclusion Inventory was administered to 80 paraprofessionals in special education. A Mann-Whitney U analysis indicated a significant difference in scores on knowledge related to inclusion by years of experience working. There was a significant difference between knowledge scores for length of time working but none for scores on perception.

Responsibilities and Training Needs of Paraeducators in Physical Education

2007 ◽  
Vol 24 (1) ◽  
pp. 70-83 ◽  
Author(s):  
Ronald W. Davis ◽  
Jerome E. Kotecki ◽  
Michael W. Harvey ◽  
Amy Oliver
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Behavior Modification ◽  
Motor Development ◽  
Response Rate ◽  
Training Needs ◽  
Specific Training ◽  
Item Questionnaire ◽  
And Training ◽  
Willingness To Be Trained

This study describes responsibilities and training needs of paraeducators in physical education. Paraeducators (n =138) employed in 34 midwestern schools received a 27-item questionnaire. Of the 138 paraeducators contacted, 76 responded, resulting in a 55.1% response rate. Only 16% of the total respondents (n = 76) reported receiving specific training in physical education; however, 68 (90%) indicated a willingness to be trained. Less than half (n = 29, 38%) indicated participating in physical education by escorting students, providing cues, and working individually with students. Fewer than eight (28%) of the physical education paraeducators assisted with assessments, shared IEP suggestions, or helped implement behavior modification programs. The most desired training areas included activity modifications, attributes of students with disabilities, and knowledge of motor development.

Attitudes and Grading Practices of Secondary Physical Educators in Regular Education Settings

1998 ◽  
Vol 15 (4) ◽  
pp. 370-380 ◽  
Author(s):  
Kim A. Duchane ◽  
Ron French
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Reasoned Action ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Grading Practices ◽  
Negative Attitudes ◽  
Female Teachers ◽  
Significant Difference ◽  
Teachers Attitudes

Fishbein and Ajzen’s (1975) reasoned action theoretical model was used to examine physical education teachers’ attitudes toward grading students with disabilities. Participants were 82 male and 100 female teachers who taught physical education in grade 6-8, representing 119 schools. The Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID-III) survey and a grading practices questionnaire were administered. A three-way ANOVA indicated no significant differences in grading practices between genders and between teachers with positive and negative attitudes. However, comparison of grading practices for students with (M = 122.83) and without disabilities (M = 133.49) revealed significant differences, F(1, 154) = 21.31, p < .001. It was concluded that criteria for grading students with disabilities are significantly different from those for nondisabled classmates. Neither attitude nor gender made a significant difference in grading practices.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

Professional Preparedness and Psychosocial Beliefs as Predictors of Quality Physical Education and Recreation Services to Students with Disabilities

2021 ◽  
Vol 55 (4) ◽  
Author(s):  
Thea Kavanaugh ◽  
Joe Tomaka ◽  
Ernesto Moralez
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Online Survey ◽  
School Personnel ◽  
Adapted Physical Education ◽  
Quality Service ◽  
Positive Attitudes ◽  
Recreation Services ◽  
Professional Disciplines ◽  
And Training

The purpose of this study was to examine how professional preparedness and psychosocial beliefs affected behavioral intentions and quality service behaviors in providing physical education (PE) and recreation services to students with disabilities (SWD). Participants of an online survey included New Mexico adapted physical education (APE) teachers (N=42) and recreational therapists (RT; N=13) and a sample of PE teachers (N=63). Analyses revealed significant differences between PE teachers and personnel in specialty professional disciplines. APE and RT personnel reported greater positive attitudes, higher self-efficacy, greater behavioral intention, and more engagement in quality service behaviors than PE teachers. The results have implications for the selection and training of school personnel hired to provide PE and recreation services to SWD.

scholarly journals Managers’ Conceptions and Their Effects on the Perception of Employees with Disabilities

2020 ◽  
Vol 17 (19) ◽  
pp. 7039
Author(s):  
Antônio Luiz Marques ◽  
Marina Romeo ◽  
Marjorye Matalinares ◽  
Montserrat Yepes-Baldó
Keyword(s):  
Human Resources ◽  
Social Problem ◽  
Training Needs ◽  
Descriptive Statistics ◽  
Hierarchical Analysis ◽  
Persons With Disabilities ◽  
Employees With Disabilities ◽  
Performance Bond ◽  
The Relationship ◽  
And Training

The research aimed to identify managers’ conceptions of disability and the relationship that was established between these conceptions and their perception of the persons with disabilities (PWD) performance, bond, benefits of hiring, and training needs. 257 managers answered a questionnaire in order to identify conceptions of disability in organizations. Descriptive statistics, factorial analysis, and hierarchical analysis of grouping were performed while using IBM Statistic 20.0.0. The results show that managers who have the spiritual and the conception based on inclusion perceive the insertion of PWD as beneficial to the organization. Those who conceive disability as a question of normality perceive the PWD performance as inferior to those without disabilities, which implies that PWDs should be segregated; and, the managers who perceive disability as a social problem are likely to place PWDs in the workplace according to their potential. The results can be fruitfully used by managers, human resources’ professionals, academics, and the society to promote inclusion.

scholarly journals Persistent Classroom Management Training Needs of Experienced Teachers

2015 ◽  
Vol 15 (5) ◽  
pp. 36-48 ◽  
Author(s):  
Laura M. Stough ◽  
Marcia L. Montague ◽  
Leena Jo Landmark ◽  
Kendra Williams-Diehm
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Management Strategies ◽  
Management Training ◽  
Training Needs ◽  
Preservice Training ◽  
Significant Difference ◽  
Classroom Management Training

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

Physical Educators’ Judgments About Inclusion: A New Instrument for Preservice Teachers

2002 ◽  
Vol 19 (4) ◽  
pp. 435-452 ◽  
Author(s):  
Samuel R. Hodge ◽  
Nathan M. Murata ◽  
Francis M. Kozub
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Students With Disabilities ◽  
Principal Component ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
New Instrument ◽  
Pete Programs ◽  
General Physical ◽  
General Physical Education

The purpose was to develop an instrument for use in physical education teacher education (PETE) programs that would yield valid evidence of the judgments of PETE preservice teachers toward the inclusion of students with disabilities into general physical education classes. Both the conceptualization that judgments represent the cognitive expressions of attitudes (Ajzen, 2001; Sherif & Hovland, 1961) and focus group discussions were used to create the Physical Educators’ Judgments About Inclusion (PEJI) instrument. Following content validation procedures, we administered PEJI to 272 PETE preservice teachers. Subsequent principal component analysis to generate construct validity evidence indicated 15 items should be retained; they collectively explained 53% of the variance using a three-component model. Dimensions of the PEJI pertained to judgments about inclusion, acceptance, and perceived training needs. Alpha coefficients for the three subscales ranged from .64 to .88.

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